教學是一項道德的行動，教學倫理在教育實務現場中，架構了教學的核心，教師在師生互動過程中，有必要覺察到教學行為的倫理層面，並道德地從事教學。
近幾年來，師生衝突日增，傷害學生身心的事件層出不窮，呈顯出教師在教學倫理認知與實踐上的匱乏。有鑑於守則可以為教師行為提供引導與規範，建構一套適合國小實務界運用的教學倫理守則乃成為本研究關注之焦點。
基於此，本研究之目的有五：第一，探究國民小學教師在教學現場中所面臨的倫理議題及倫理困境；第二，了解國民小學教師面對倫理議題或倫理困境時，其倫理決定歷程；第三，建構國民小學教師教學倫理守則；第四，從實務工作者的觀點，了解本研究建構的國民小學教師教學倫理守則之可行性；第五，提出結論與建議，供教育實務工作者、相關單位及專業組織參考。為達上述目的，本研究透過訪談法、德懷術問卷調查法以及焦點團體訪談等方式蒐集資料。
本研究依據研究發現，歸納重要結論如下：
一、教師較常面臨的教學倫理議題包括：不當懲罰、公平對待、隱私權、評分、以身作則、安全的環境、知識的教導、誠實、利益衝突、教育中立以及學生受教權等，其中隱私權議題普遍遭到忽略。
二、衍生教學倫理困境的可能因素，分別來自於：超越師生關係的其他重要他人；以及教師責任與服務範圍的模糊性。
三、教師的倫理決定步驟，有兩種形式，其一是直覺式的決定；其二為非直覺式的決定，包括問題確認、決定並行動、反思與評估、修正行動等步驟。
四、教師從事倫理決定時，所依據的原則包括：公平、耐心、一視同仁、行為結果的對錯、人性本善、不傷害、慈愛／愛、立即性嚇阻以及關懷等九種原則，其中愛與公平是普遍被運用到的倫理決定原則。
五、影響教師從事倫理決定之因素，主要來自於：父母教養方式、複製在學受教經驗、閱讀的啓迪、學生的反應、學生模仿教師行為的震憾、同僚的支持與建議、初任教師的壓力、家長的觀念、教學經驗、關鍵事件的影響、為人父母的同理心以及婚姻狀況等，其中教師個人的受教經驗是最普遍的影響因素。
六、國小教師教學倫理守則之建構過程，係基於文獻探討及實務界的教學倫理議題而形成初步守則問卷，再經過德懷術問卷調查法及焦點團體訪談等歷程，建構完成教師教學倫理守則。
七、國小教師教學倫理守則之架構包括前言、守則條文以及守則說明等三部份。守則條文共計十五條，分別包含於：懲罰與正當程序、公平對待、師生關係、尊重學生隱私、學生受教權以及教室民主歷程等六個向度。
八、教師對教學倫理守則具有積極正向的認同，其理由來自於守則的六項功能：制約與提醒；修正教師的教學行為；進行教學批判；解決教學倫理困境；發現與改善教學中的無心之過；開啟師生之間的關懷關係
九、教師對應用與實踐教學倫理守則之看法與建議，主要包括：強化認知、練習實踐、團體約束以及職前教育等四大類。

Teaching is an action of morality. The ethics of teaching is the core of the teaching frame in the scene of education practice. Teachers need to be aware of the ethical aspects of their behaviors while teaching and teach morally.
During recent years, the conflicts between teachers and students became more frequent and the events of hurting students physically as well as psychologically also happened frequently. These phenomena revealed that teachers were lacking in the cognition and practice of the ethics of teaching. This study aimed at constructing a code for elementary school teachers to apply the ethics of teaching to practice, hoping it might help and provide guidance for them.
Based on the aim, this study intended to reach five goals: first, to discuss the ethical issues and dilemmas with which elementary school teachers are confronted in the teaching scene; secondly, to understand the process of ethical decision making when teachers are confronted with ethical issues or dilemmas; thirdly, to construct an ethical code for teachers to follow while teaching; fourthly, to discuss the practical feasibility of the code from the practitioners’ viewpoints; fifthly, to offer conclusions and recommendations to practitioners, educational institutes or professional organizations for their reference. To achieve these five goals, this study collected data by means of the interview method, Delphi technique and focus group interview.
According to the research outcome, this study came to the following conclusions:
1.The issues of the ethics of teaching which teachers were commonly confronted with included improper punishment, equal treatment, privacy, grading, setting a good example, safe environment, knowledge instructing, honesty, benefit conflict, education neutrality, and the right of receiving instruction. Among these, the right of privacy was often being ignored.
2.The probable factors of dilemmas of the ethics of teaching were derived from the significant third persons beyond the relationship of teachers and students, and the ambiguousness of teachers’ duty and service scope.
3.The procedure of teachers’ ethical decision making contained two forms: one was intuitional decision making; the other was non-intuitional decision making which included problem confirmation, deciding and then acting, reflecting and evaluating, and action modifying.
4.The nine principles teachers adopted while making ethical decision were fairness, patience, equal treatment, consequences of behaviors, the goodness of human nature, harmlessness, kindness, love, immediate prevention and caring.
5.The major factors which influenced teachers’ ethical decision making were parents’ different way of nurturing, reproduction of the previous experience of being a young student, the inspirations from readings, the responses of students, the shock of how easily students mimic teachers’ behaviors, the supports and advice from colleagues, the pressure of being an inexperienced new teacher, the conceptions of parents, the teaching experiences, the impact from important events, empathy of being a parent, and the status of marriage.
6.The construction process of the code of the ethics of teaching was, first, based on documents of ethical issues of teaching plus the practical exercises which formed the initial questionnaire of the code; then through the process of Delphi technique and focus group interview; finally, finishing the construction of the ethical code.
7.The content of the ethical code in this study had three parts: preface, regulations and illustrations. There are fifteen regulations which had six dimensions including punishment and due process, equal treatment, relationship of teachers and students, respecting students’ privacy, students’ right of receiving instruction and the democratic process inside classrooms.
8.Teachers had positive and active identification toward the code of the ethics of teaching. The following six functions of the code gave the reason: restricting and reminding, modifying teaching behaviors, judging the teaching, resolving the dilemmas of the ethics of teaching, discovering and correcting the unintentional mistakes, creating the relationship of caring between teachers and students.
9.The viewpoints and opinions of teachers toward the application and practice of the ethical code included four categories: cognition reinforcement, practical exercising, professional community restriction and teacher education.

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